This study investigated online faculty familiarity, course design use, and professional development interest regarding universal design for learning (UDL) guidelines. The researchers surveyed all 2017 to 2018 online faculty at a large university in the southeastern United States. Findings included 71.6% of faculty reporting familiarity with at least one UDL guideline, with most respondents indicating familiarity with guidelines relating to perception, expression, and communication. Faculty reported the highest implementation of UDL guidelines was for those suggesting options for comprehension as well as expression and communication; the lowest implementation was for those suggesting options for physical action as well as language and support. Survey results also indicated high to moderate interest in learning more about all UDL guidelines, with emphasis on comprehension, persistence, and expression. This study suggests that faculty members desire UDL training and offers possibilities for planning and implementing such professional development in areas targeted to best meet the needs of online faculty.

edTPA is a performance‐based assessment used in teacher licensure programs across the country as evidence of a candidate's readiness to teach. Although multiple studies have indicated it to be a challenging assessment and have offered multiple recommendations for candidate support, few have examined the impact of specific means of support. In this mixed‐method study, the authors used surveys, interviews, classroom observations, and edTPA performance data to investigate the impact of content‐specific edTPA support seminars on the preparation and performance of world language and English as a second language teacher candidates. The study provided evidence that content‐specific support seminars can provide opportunities for more tailored support, instructors who are more familiar with content standards and resources, and more consistent messaging than non–content‐specific seminars. Results also indicated that clustering candidates in content‐specific seminars can lead to stronger performance outcomes than seminars involving teacher candidates from a variety of different content areas. Implications for teacher preparation programs are discussed.

The Challenge Recruiting and retaining World Language teachers in the rural South is difficult. It is even more challenging for Latinx teachers of the Spanish language. How do Latinx Spanish teachers in the rural South perceive experiences that help or hinder retention? In what ways are Latinx Spanish teachers navigating their role as advocates for linguistic and cultural diversity in their rural schools and communities?